Beginning
of the lesson
Warming-up
3
min.
Pre-learning
«Brainstorming»
method
7
min.
|
Organization
moment :
1.Greeting.
Ask
about the weather.
The
teacher sets the lesson objectives, letting students know what to
anticipate from the lesson.
Warming
up
Books
closed. Write adjectives describing food on the board.
Elicit
adjectives used to describe reactions to the taste of food.
Students might produce words like nice, tasty or horrible
Lead
– In
|
The
aim:
To develop pupils speaking skills and create friendly atmosphere
Students
of the class are listed.
Students'
attention is drawn to the lesson.
Students
say different words from the picture
•Learners
remember previous lesson vocabulary
•Learners
answer the questions
|
The
teacher to assess learners for their ability.
“Good
job!
Well
done!”
Formative
Assessment
Good
job!
Descriptor:
-
remembers the lesson passed
Point
1
Assessment
criteria
make
basic statements related to personal information, people and
objects on familiar topics and a treasure hunt
|
Pictures
worksheet
Picture
|
Middle
of the lesson
Presentation
part.
30
min
|
Ex:1
P90
• Ask
students to open their books at page 90.
Put
students into pairs to match the adjectives in bold with the
definitions.
Check
answers.
Once
you have checked answers, refer students to the use of mmm in
sentences 2 and 5 and yuk in sentence 8. Mm, which can also be
written mmm, is an exclamation used to express contentment,
pleasure, agreement or uncertainty.
Ex:
2 P: 90
• Read
out the question, then put students into pairs to answer it.
Check
answers. You could then ask students to name food items or dishes
which are salty, spicy, etc.
To
extend the work on the vocabulary, you could ask students to turn
to the Vocabulary bank on page 128 and do the exercises for
Adjectives describing food.
Ex:
3 P: 90
• Refer
students to the photos of the dishes.
You
could then either put students into pairs to describe the dishes
using the adjectives which were introduced in Exercise 1, or
elicit descriptions from the class as a whole.
Ex:
5 P: 90
Refer
students to the notes. Make sure that students understand that
they should circle the correct answer or complete gaps.
Play
the recording for students to do the exercise.
Check
answers.
Conclusion
during the lesson some tasks differentiated by outcomes of the
students and by their abilities.
|
•
Learners
match the adjectives in bold with the
definitions (a–j). Then listen, check and repeat
ANSWERS
a sweet
b salty
c
spicy d disgusting
e
delicious f bland
g
crunchy h slimy
I
savoury j bitter
•
Learners
which adjectives in
Exercise 1 describe a) taste, b) texture (how they feel in your
mouth) and c) a good or bad opinion?
ANSWERS
a) taste: salty, spicy,
bland, sweet, bitter, savoury
b)
texture: crunchy, slimy
c)
good and bad opinion: delicious, disgusting
• Learners
work with a partner. Look at the photos. Use adjectives from
Exercise 1 to describe each dish
ANSWERS
chapulines (grasshoppers)
• Learners
listen again and copy and complete the notes for each dish
ANSWERS
1
a jellyfish b Vietnam c sweet, (a bit) spicy, disgusting, slimy
2
a cockscombs b Italy c light, crunchy, (a bit) bland, crunchy (on
the outside), (a bit) soft (on the inside)
3
a grasshoppers b Mexico c salty, spicy, crunchy, perfect,
delicious
|
Descriptor:
-
match the adjectives in bold
-
listen, check and repeat
Total:
2 point
Self
assessment
Differentiation:
«Verbal
support»
method
is used to help Ss use new words in the sentences.
Descriptor:
-
work with a partner.
- use
adjectives
Total:
2 point
Descriptor:
-
listen again and copy
- complete the notes for
each
Total:
2 point
-Make
CCQ questions Yes / No
|
Card
Worksheet
Students
book
|
ЖИ көмекші
Қауіпсіз төлем
Бұл курс Қазақстан Республикасы Оқу-ағарту министрлігімен келісілген
